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  • 14 - Exploring Standards-Based, Intelligibility-Based, and Complex Conceptions of English in a Lingua Franca Context

  • from Part V - English in Lingua Franca Contexts
  • Edited by Christopher J. Hall, York St John University, Rachel Wicaksono, York St John University
  • Book:
    Ontologies of English
    Published online:
    24 December 2019
    Print publication:
    02 January 2020, pp 273-292

  • Summary

    This chapter aims to engage with wider discussions in this volume regarding ontologies of English and how language can be productively conceptualized by English teachers, learners/users, and other stakeholders. As indicated by the title, the work is intended to make a specific contribution towards uncovering complexity in ontologies of language that do not map cleanly onto dichotomies such as ‘monolithic versus plurilithic’ (Hall, 2013), ‘difference versus deficit’, or ‘standards-based versus intelligibility-based’. As also indicated, these ontological discussions are framed by a study carried out in a lingua franca context of pedagogy and usage, where (1) Japanese voluntary workers use English as a Lingua Franca to communicate with local interlocutors in diverse global locations and (2) an English language course is taken by these volunteers prior to their departure from Japan that is specifically designed to facilitate that communication. Further details on this context are provided in the following section before the focus returns to conceptions of English.